Higher Levels Of Intrinsic Motivation Research Articles

Factors influencing English as a lingua franca communication: A case of an international university in China

English as a lingua franca (ELF) communication has gained growing attention in globalized higher education (HE), as it reflects the pluralistic nature of English in international universities. However, diverse factors influencing ELF communication in HE have been less thoroughly investigated. To address this gap in the literature, this study examined the sequential relationships between second language (L2) students' perceptions (intrinsic and extrinsic L2 motivation, acceptance of local and other English varieties, and native English speaker ideology) and ELF communication intention. Survey data collected from 172 university students at the international university in China showed that extrinsic motivation had the highest mean scores, followed by native English speaker ideology and the acceptance of other English varieties. Hierarchical multiple regression analysis indicated that the acceptance of local and other English varieties were influential predictors of ELF communication intention. English-major students displayed a higher level of intrinsic motivation and NES ideology while non-English-major students demonstrated more positive perceptions of their local English. The findings suggest that ELF-based EMI education should consider students’ L2 motivation in international contexts and English varieties awareness to engage them in ELF communication on multilingual campus.

Physical Activity Programs in Shanxi Province Schools in China: Effects of In-School and After-School Delivery on Students’ Motivational and Social Outcomes

Effective physical activity (PA) programs may enhance students’ awareness, competence, and motivation to participate in PA in the future for their health and mental well-being. The most effective way to accomplish this is through in-school and after-school activities. However, certain obstacles (traditional ways) may prevent some students from gaining these benefits. By eliminating these and other barriers, transforming after-school PA programs into in-school PA programs can enhance access to PA services. Despite this, the change in learning context from after-school to in-school may affect student engagement and program effectiveness by altering the interaction between students and teachers. Self-determination theory was employed to explain how the learning context affects motivation and social outcomes in PA programs for primary school students. The study involved 513 students from 12 different schools in Shanxi Province, China, in 2022. They represented 46.24% girls and 53.76% boys, ranging in age from 9 to 12. Teachers conducted PA programs to motivate students to participate in healthy activities. Assessment of student–teacher interactions, psychological needs satisfaction, and motivation was conducted among PA students through questionnaires. Relationships between students and teachers were incorporated into a structural equation model as direct and mediated determinants of motivation for attendance PA programs. There is agreement between the results and the hypothesized model, which predicts higher levels of psychological need satisfaction and higher levels of intrinsic motivation. In addition, the learning context only negatively affects less-self-determined motivations. Results confirm that positive perceptions of teachers by students play a significant role in promoting incentives for PA program participation in more self-determined manners. Furthermore, innovative strategies to reduce the detrimental effects of long-standing institutional structures and procedures should be considered and incorporated into in-school programs that motivate students to participate in these programs.

Information literacy and recent graduates: Motivation, self-efficacy, and perception of credit-based information literacy courses

The present study aimed to explore graduate students' motivation, self-efficacy, and perceptions of credit-based information literacy (IL) courses at a research university in China. A mixed-methods approach was employed, with 405 questionnaires and ten follow-up interviews conducted. The findings indicated that graduate students displayed high levels of intrinsic motivation and self-efficacy toward the IL course. In other words, they were conscious of the importance of IL in their future academic pursuits. However, only a small portion (18.76 %) of students perceived librarians as the most appropriate person for the course. Moreover, in terms of the format of course format, the majority of participants preferred a blend of lectures and group activities over online learning. There was also agreement among the participants that the focus of IL courses should go beyond basic information search skills and include training in learning strategies. The study also found that gender played a role in shaping motivation and perception levels, with female students generally scoring higher. The findings of this study provide valuable insights for librarians to enhance their credit-based IL courses, catering to the specific needs and preferences of graduate students.

Development and Effectiveness of I-Algebra Module Towards Malaysian Year Five Pupils’ Achievement and Motivation

This study aims to develop and evaluate the effectiveness of the I-Algebra module, which employed the Normative Algebra Strategy (NAS). The development of the module was based on the adaptation of the Sidek model. The study also analyses the effect of the module on year five pupils' achievement and motivation. Quantitative approaches with the quasi-experimental design used for this study. Module was developed based the two phases stated in Sidek model, first phase is the draft phase of the module and the second phase is the phase that tries and evaluates the module. The module was evaluated by a panel of three experts to determine the content validity of the module. To determine the reliability and effectiveness of I-Algebra module, a pilot study was conducted which involved 30 year five pupils. The respondents were chosen using cluster sampling methods where they were divided equally into the treatment and the control groups. Data were analysed using SPSS software version 25 for inferential analysis, which involved the independent sample t-test and paired sample t-test. The findings showed I-Algebra teaching module had the values of Cohen's Kappa 0.86 and Cronbach Alpha 0.95. The comparison of mean scores for the control group and treatment group showed a significant improvement in post-test but the mean scores for the treatment group were higher. All the treatment group pupils had a high level of intrinsic motivation after the post-experiment. In a conclusion, the validity content and reliability of the I-Algebra teaching module are satisfactory and high respectively, and this module can have a positive impact in terms of achievement and motivation. The use of the I-Algebra teaching module implies the improvement of pupils' learning on the selected topics. As an implication, this study provides new ideas, guidance and information to teachers, especially Mathematics teachers. I-Algebra teaching module can help the pupils to master the selected topics more effectively.

The Role of Personality Risk and Protective Factors in Living with Covid-19: A Longitudinal Study.

Earlier research has shown the significant role of personality in serving as risk or protective factors in psychological wellbeing. However, it is less clear the extent to which personality plays in coping with the Covid-19 pandemic. The aim of the current study was to examine the role of a personality risk factors such as self-criticism, and personality strengths such as efficacy and intrinsic motivation representing resilience in predicting psychological outcomes in response to the Covid-19 pandemic. As part of a broader longitudinal study, personality measures were assessed at ages 23 and 29, and Covid-19-related outcomes were measured at age 41 on a subsample of 83 Israeli participants, who were approached after the first lockdown that was implemented (April 2020). Findings showed that self-criticism measured at age 23 anticipated greater Covid-19-related distress and lower satisfaction at age 41. Decrease in self-criticism from age 23 to 29, which indicates developmental progress toward maturity, explained lower non-adaptive emotional reactions at age 41- lower distress and lower anxiety. In addition, a higher level of intrinsic motivation at age 29 explained a greater likelihood to expect post pandemic growth. Findings highlight the role of personality in addressing unexpected stressful events such as the current Covid-19 pandemic.

Motivation Profile of Youth Greco-Roman Wrestlers; Differences According to Performance Quality.

Athletes have to possess high motivation levels to perform each training session and competition at the highest level. Thus, the motivation of the wrestler is essential to reach the highest performance quality. The research included 47 Greco-Roman wrestlers aged 17.71 ± 1.62 years. Variables included anthropometric indices, sports motivation assessed by the revised Sport Motivation Scale (SMS-II), and competitive success (medal winners and non-winners at the National Championship). The Cronbach's alpha coefficients checked the internal consistency of the SMS-II. Differences between performance quality were determined by Cohen's d effect sizes, and MANOVA for motivation and anthropometric variables/body build variables. In the total sample, wrestlers had high levels of intrinsic motivation (5.97 ± 0.90), integrated (5.99 ± 0.83), and identified (6.08 ± 0.82) regulation, while they had low amotivation (2.53 ± 0.98) and external regulation (3.26 ± 1.24). Successful wrestlers had significantly higher intrinsic motivation than less successful wrestlers (Cohen's d = 0.76, moderate effect size). Results evidenced that wrestlers have high self-determined motivation, which is vital for maximal performance and persisting in sports. Future research should investigate wrestlers from other age groups to ultimately determine the sport motivation profile of wrestlers and enable their optimal sports development.

A proof-of-concept study exploring the effects of impulsivity on a gamified version of the stop-signal task in children.

This proof-of-concept study provides an appraisal of a remotely administered gamified Stop-Signal Task (gSST) for future use in studies using child sample. Performance on the standard Stop-Signal (SST) task has been shown previously to differentiate attention-deficit-hyperactivity-disorder groups from controls. As is the case with the SST, it was envisaged that those with greater impulsivity would perform worse than those with lower levels of impulsivity in the gSST. The potential advantage of the gSST is that it could be perceived as less monotonous than the original SST and has the potential to provide higher data quality in child samples, however future research will need to be conducted to determine this. The gSST was administered remotely via video chat to 30 child participants within a community sample aged 8-12 to investigate the effect of ADHD symptoms and intrinsic motivation on gSST performance. Qualitative data was collected based on feedback from participants to gain insight into how the gSST was received by participants. A positive correlation was observed between impulsive/hyperactivity and gSST performance, however there was insufficient evidence to suggest that impulsivity predicted performance. With regards to accuracy, results suggested that impulsivity level significantly predicted the rate of go-omission errors. No relationships were observed between intrinsic motivation inventory (IMI) subscales and performance or IMI and impulsivity. Nevertheless, mean IMI scores were overarchingly high for each of the IMI subscales, suggesting that regardless of performance and/or level of impulsive behaviour, the child sample obtained in this study demonstrated high levels of intrinsic motivation, which was supported by the predominantly positive subjective feedback provided by the child participants. The present study provides some evidence based on quantitative and qualitative results for the efficacy of gSST for use with children. Future research with a larger sample of children is warranted to examine how performance on the SST and gSST compare/differ.

A Moderated Mediation Model of Academic Supervisor Developmental Feedback and Postgraduate Student Creativity: Evidence from China.

Academic supervisors plays a significant role in the cultivation of postgraduate students, but little is known about how academic supervisor feedback affects their creativity. This study hypothesizes and tests a moderated mediation model to explore how and when academic supervisor developmental feedback (ASDF) affects postgraduate student creativity (PSC), including the mediating effect of intrinsic motivation and the moderating effect of creative self-efficacy. After collecting three-wave time-lagged data from 374 postgraduate students and their academic supervisors, SPSS and Amos software were used to test the research hypotheses and the whole model. The results show that ASDF is positively related to intrinsic motivation and PSC. Intrinsic motivation not only has a positive effect on PSC, but it also plays a mediating role in the relationship between ASDF and PSC. Creative self-efficacy plays a moderating role in the relationships between ASDF, intrinsic motivation, and PSC, that is, ASDF can cause postgraduate students with high creative self-efficacy to develop higher levels of intrinsic motivation than those with low creative self-efficacy, which ultimately leads to more PSC. These findings not only enrich the literature on feedback, motivation, and creativity research in the field of education, but also provide some suggestions for promoting PSC from the perspective of universities, academic supervisors, and postgraduate students.

A Study of Teachers’ Self-Efficacy Beliefs, Motivation to Teach, and Curriculum Fidelity: A Path Analysis Model

The aim of this study is to test a path analysis model that examines teachers’ self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers’ Motivation to Teach Scale, and the Curriculum Fidelity Scale were all used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson’s correlation, and path analysis were also used to test the data. Results gathered from the study show that teachers have strong self-efficacy beliefs; while they had a high level of intrinsic motivation, their extrinsic motivation was found to be at a moderate level. Based on the results of the path analysis, teachers’ self-efficacy beliefs were found to directly and indirectly predict both their motivation to teach and their curriculum fidelity. In addition, teachers’ levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly.

Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support

AbstractFor life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students’ use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4–2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.

Why did they come back? Analysis of learning behaviour and motivation of repeat learners in cMOOCs

ABSTRACT Connectionist MOOC (cMOOC) is a type of MOOC, which can provide an online learning space for learners to sustainable connect. This study analyzed the learning behavior and motivation of repeat learners in the cMOOC "Internet + Education: a dialogue between theory and practice" to study the repeat learning needs and characteristics of cMOOC learners. A mixed research method was adopted in this study with collected data from the course platform, a questionnaire, and qualitative interviews. Based on the behavioural data of those repeat learners of three rounds of the cMOOC, four categories of the repeat learners (repeated no-shows, on-demand connectors, continuous observers, and continuous connectors) were classified. There is no significant difference in intrinsic motivation or extrinsic motivation among the four types of learners. In addition, each type of learner has a significantly higher level of intrinsic motivation than the corresponding extrinsic motivation. The interview data were used to understand the learning motivation and behavioural characteristics of various groups. The results of this study show that course designers need to re-understand the completion rate of cMOOC. And suggestions on cMOOC design are proposed from the perspective of repetitive learners.

The potential of gamification for user education in partial and conditional driving automation: A driving simulator study

Drivers must establish adequate mental models to ensure safe driver-vehicle interaction in combined partial and conditional driving automation. To achieve this, user education is considered crucial. Since gamification has previously shown positive effects on learning motivation and performance, it could serve as a measure to enhance user education on automated vehicles. We developed a tablet-based instruction involving gamified elements and compared it to instruction without gamification and a control group receiving a user manual. After instruction, participants (N = 57) experienced a 30-minute automated drive on a motorway in a fixed-base driving simulator. Participants who received the gamified instruction reported a higher level of intrinsic motivation to learn the provided content. The results also indicate that gamification promotes mental model formation and trust during the automated drive. Taken together, including gamification in user education for automated driving is a promising approach to enhance safe driver-vehicle interaction.

Motivation to train during a pandemic: The role of fitness resources, mental health, and motivational profiles among student-athletes in team sports.

The sporting season across post-secondary institutions was canceled in March 2020 due to COVID-19, and student-athletes had to maintain their training at home. It is unclear what personal and contextual factors facilitated student-athletes' ability to maintain their training routines at home when social distancing and lockdown (SD/L) policies were put in place. Our cross-sectional study of 433 student-athletes examined (a) how athletes adapted their training, (b) what training barriers they experienced, (c) whether motivational profiles were associated with differences in training behaviors and mental health, and (d) what variables predicted athletes' motivation to train during this prolonged offseason. Student-athletes across Canada were recruited to complete an online survey between August and September 2020. Results showed that athletes significantly reduced their training load and intensity, with approximately 25% exercising two or fewer days a week. Barriers to training included limited access to fitness resources and equipment, having inconsistent training schedules, and experiencing emotional distractions, with some of these barriers more common among female athletes than male athletes. For motivation profiles, athletes with higher levels of intrinsic motivation tended to maintain the intensity of their workouts and experienced lower mood disturbance. A hierarchical multiple regression revealed that being male, being younger, having higher levels of intrinsic and introjected motivation, having access to fitness resources, maintaining a steady training schedule, having fewer emotional distractions, and lower mood disturbance were significant predictors to being motivated to train during the pandemic. We discuss strategies coaches and trainers can implement to best support their student-athletes.

Aspirational hope, dairy farming practices, and milk production: Evidence from a randomized controlled trial in Bolivia

Development economics has increasingly studied the role of diminished aspirations and other internal constraints that may form poverty traps. We present results from a controlled experiment to develop aspirational hope among 531 dairy farmers in Bolivia. Subjects in the treatment group participated in three coaching sessions that involved watching an inspiring documentary and participating in group workshops designed to augment aspirations related to dairy production. Results three months after baseline show an increase of 0.20σ in both an aspirational hope index and a business goals index, a 1.07σ increase in an index of quality-enhancing practices, but an insignificant increase in milk production. Increases in aspirations and best practices were strongest among those displaying high levels of intrinsic motivation at baseline.

Exercise Motivation Among Special Populations

Motivational factors and barriers to exercise are key factors in exercise programming, particularly in programs intended for special populations. PURPOSE: 1) To investigate physical activity and exercise motivation among persons with various chronic health conditions, apparently healthy older adults, and among persons participating in community exercise programs associated with special populations, specifically older adults and those with chronic disease, and 2) Identify barriers to exercise among special populations. METHODS: Surveys comprising of demographics, physical activity (PA) (Physical Activity Scale for the Elderly (PASE)), and exercise motivation (Behavioral Regulation in Exercise Questionnaire (BREQ2)), and barriers to exercise, were distributed to participants of local community exercise programs targeting special populations, and apparently healthy older adults (n = 208). RESULTS: Significant effects were found for participation in a community exercise program regarding PASE score (F = 3.48, p = .01), amotivation (F = 8.54, p = .00), external regulation (F = 2.71, p = .03), introjected regulation (F = 24.07, p = .00), identified regulation (F = 1.18, p = .34), and for health condition on intrinsic regulation (F = 2.32, p = .03). Post hoc pairwise comparisons revealed significant differences in amotivation scores between those participating in a diabetes prevention program (DPP) (1.5 ± .88) and participants in Stay Active and Independent for Life (SAIL) (0.23 ± .01, p = .00), cardiac rehabilitation (0.16 ± .01, p = .00), Parkinson’s programs (.31 ± .04, p = .00), and Functionally Fit (.23 ± .02, p = .00). Most common barriers cited were COVID-19, time constraints, fatigue, pain, and stress. CONCLUSION: Overall health condition did not appear to have an impact on physical activity or exercise motivation. However, those with osteoporosis and cancer had higher levels of intrinsic motivation toward exercise. Participation in community programs appeared to have a positive impact on physical activity and exercise motivation. Specifically, those participating in cardiac rehab and Functionally Fit had higher levels of PA, and DPP participants had less motivation to exercise. Further analysis is expected comparing participation in community programs vs. no program.

Merging the Self-Determination Theory and the Broaden and Build Theory through the nexus of positive affect: A macro theory of positive functioning

The Macro Theory of Positive Functioning integrates key aspects of the Self-Determination Theory and the Broaden and Build Theory. The theory posits a model that provides new perspectives on the development of positive characteristics. The Macro Theory proposes that higher levels of intrinsic motivation and basic needs satisfaction as described by the Self-Determination Theory result in high levels of positive affect (consisting of emotions such as joy). The Broaden and Build Theory proposes that high levels of positive affect result in a broadening of perspective resulting in more engagement with opportunities and relationships, which builds beneficial cognitive and behavioural resources and skills. Such resources and skills may manifest as positive characteristics described and studied in the positive psychology approach. These characteristics include self-compassion, self-efficacy, empathy, emotional intelligence, and character strengths. High levels of these characteristics may result in optimal functioning. Results from model testing with concurrent data designs as well as experimental designs provide initial support for the Macro Theory.

Persistence and time challenges in an open online university: a case study of the experiences of first-year learners

Student persistence in the first year of studies is a crucial concern in online higher education. Recent accelerated growth in online programs due to the COVID pandemic has increased concerns over higher dropout rates, which are often connected to students’ time challenges—time poverty, juggling multiple commitments, and fitting studies into busy lives. However, research seldom focuses on students’ perceptions of time issues related to persistence. This study addresses this gap by exploring how 20 second-year students retrospectively viewed their experiences of time challenges and how they impacted their persistence in their first year at an online open university. Content analysis of in-depth interviews demonstrated that time pressure and time-conflicts were crucial barriers for success in the foundational semester; the main barrier was juggling study with multiple priorities. Most persisters had good time management and high levels of intrinsic motivation, satisfaction, and self-determination. However, even procrastinators with heavy work-family duties managed to persevere due to their resilience and personal motivation. Lastly, recommendations and strategies for effective student-based interventions to foster persistence are suggested.

Perceptions and Predictors of Science Motivation Under the Realm of Self-Determination Theory Among Grade 10 Public School Students

This research was aimed at finding out the perceptions and predictors that motivate students to study science under the realm of Self-Determination Theory (SDT). Results revealed that students have average perception of satisfaction in terms of personal-related factors such as autonomy, competence and relatedness and high level of intrinsic motivation in terms of science motivation. Multiple linear regression analysis showed that teacher’s competence, parental support, teacher’s classroom management and autonomy have been found to significantly predict science motivation. Intrinsic motivation emerged as best predictor of student’s intention to take Science, Technology, Engineering and Mathematics (STEM) course.

Factors influencing civil engineering university students’ decision making

ABSTRACT A qualitative study is presented to answer the research questions of (1) What are the main factors influencing the decision-making behaviours of civil engineering students and (2) What role could education play in enhancing the decision making of both students and practitioners. A pilot co-curricular intervention programme is described that blurs the lines between an academic’s ‘teaching’ and ‘research’ time and a student’s ‘curricular’ and ‘extracurricular’ time engagement to diversify and elevate student-learning paths and career outcomes. The results indicate that the intervention improved critical thinking. Moreover, motivation features heavily in decision making, particularly over the conflict between interest and enjoyment and the reward structures of traditional education and industry. This involves higher levels of intrinsic motivation, especially relatedness with peers and instructors. The findings have both ontological and practical implications and lead to the application of interventions in academic project environments.

Influences of Online Learning Environment on International Students’ Intrinsic Motivation and Engagement in the Chinese Learning

With the impact of the COVID-19 pandemic, Chinese teaching for international students in Chinese universities has largely moved online. Despite the comprehensive literature regarding the influences of environmental factors on domestic students’ learning in traditional learning environment, few studies have addressed the influences of online learning environment (OLE) on international students’ Chinese learning experiences. We focus on international students in intensive Chinese courses at a Chinese university, and explores the influences of OLE on these students’ intrinsic motivation (IM) towards and engagement in Chinese learning during the COVID-19 pandemic. Data were collected from an online questionnaire survey and follow-up interviews. The results revealed that the participants had positive perceptions of the online Chinese learning environment, and that the participants had high levels of IM towards and engagement in their Chinese learning. The results showed the positive impact of the participants’ perceived OLE on their IM and engagement in Chinese learning.